A aplicação de um jogo de tabuleiro humano para a educação ambiental: um estudo na Escola Municipal Pedro Ernesto, no Rio de Janeiro

Abstract

The search for diversified teaching resources for teaching has become a priority in education. It is recognized that, for truly effective and meaningful teaching, it is essential to explore and experiment with new approaches to improve student learning. Given this scenario, the use of games as a pedagogical strategy emerges as a promising proposal. Inspired by the author's practice as an extension worker for the MUDA group (Mutirão de Agroecologia/UFRJ), this study sought to investigate the application of a human board game to address the concepts of the Science discipline associated with the transversal theme of Critical Environmental Education in a school in city of Rio de Janeiro. The research was carried out in collaboration with Escola Municipal Pedro Ernesto, with an approach centered on action research and enriched by the active participation of teachers and students. During the months of research with the 4th and 5th year classes of Elementary School, involving eighty-five students, the human board game was adapted to the school context with the aim of engaging students in Critical Environmental Education issues, stimulating reflection, dialogue and action in relation to environmental problems. The research results revealed insights into the effectiveness of the game as a tool to promote Critical Environmental Education, identifying positive aspects during its implementation. Furthermore, the study contributed to the dissemination of knowledge among students, the development of educational strategies and practices that can be used to address environmental issues in a more participatory and engaging way. The methodology used can serve as inspiration for other educators to develop similar approaches. In conclusion, the study demonstrated the potential to promote educational practices in the game centered on student protagonism, allowing for more contextualized and meaningful learning. As a final product of this research, a Didactic Unit was developed, composed of an ordered set of structured and articulated activities, aiming to assist the teacher in his pedagogical action throughout the school year